Class One: (Blue and Green) Tuesday 12/3 (Orange) Wednesday 12/4 Focus: How did America grow into a great industrial power?
Activities: Green only- compare three experiences of life in the West Blue only- Complete rough draft 3-Column evaluations Both Green and Blue- Go over Frederick Jackson Turner's Frontier Thesis
All Classes: 1. Quick review of what is going to be on this Friday's assessment- 12/6- all classes- see below word document as study tool 2. Read page 76 Introduce Unit
3. Do Now- Create a t-chart for brainstorm
Life before Industrial Revolution v. Life after the Industrial Power
Homework:
Due next class- read pages 84-88 and take notes on a SPOP- Pay special attention to underlined words
Homework:
Assessment- Friday 12/6 all classes- see above attachment for study guide
Annotated Bib- All Classes due Monday 12/9
All Classes Friday 12/6
Activities:
1. Test
2. Read "Robber Barons and Rebels" reader pages 77-80 answer questions on pages 81-82
Homework:
Complete reading above
Annotate Bibliography due Monday 12/9
Class Three: (Green and Blue) Monday 12/9 (Orange) Tuesday 12/10 Focus:
How did America grow into the great industrial power?
What factors fueled the growth of the post civil war economy and allowed for monopolies?
Activities:
1. Finish powerpoint- see class two
2. The Corporation- go over reading
3. Get back rough draft
Homework:
p. 97 of reader- You will be assigned to a group of a specific labor union with other classmates. You will meet in class and determine which source you will print and annotate- be prepared to bring your source(s) with you to the next class
Final Draft for JT due next Friday December 20th
Class Four: (Blue) Tuesday 12/10 (Orange and Green) Thursday 12/12
Focus:
How did labor respond to the growing power of corporation and to what extent were they effective?
Activities:
1. Read p. 101- Labor Organization During the Gilded Age
2. Listen to and read along with NPR broadcast "The Haymarket Riot Remembered"- pages 102-103 in reader The Haymarket Riot Remembered 3. Meet in your assigned groups from class prior- using the documents gathered from homework and assigned strike (pages 105+105)- Complete the activity on page 101
Homework: Finish Response
Work on JT
Class Five: (Green/Blue) Friday 12/13 (Orange)Thursday 12/2
Focus: Andrew Carnegie: Robber Baron or Captain of Industry?
Activities:
1. Finish the activity on page 101- groups submit responses
2. Watch Andrew Carnegie - The Richest Man in the World- p. 99+100
3. Orange only- Go over interview process and sign up for interview for JT
Homework: Due Monday 1/6 Orange only- Read Plain Folk 115-119 and answer questions on page 119 on SPOP
Work on Junior Thesis- all classes Monday 12/16-Friday 12/20 Final Junior Thesis due Friday 12/20
Class Six: Thursday 1/2 (Green) Monday 1/6 (Orange and Blue)
Focus: Andrew Carnegie: Robber Baron or Captain of Industry
Activities:
1. Green and Blue only- Go over interview process and schedule- sign up for interviews
2. Go through class responses for page 101- How did labor respond to the growing power of corporation and to what extent were they effective.
- have groups identify similarities/differences in responses
3. Go over Gospel of Wealth- 94-96
4. Reflecting from the documentary and Gospel of Wealth- complete p. 113
Homework:
Green and Blue- Due Monday 1/6- Read Plain Folk (pages 115-119) answer questions on page 119 on a SPOP
Section Three: Immigration, Urbanization and Politics
Class One: Tuesday 1/7 (Orange)Thursday 1/9 (Green and Blue) Focus: What forces encourage/discouraged immigration to the United States during the Gilded Age? Activities: 1. Orange and Blue only- Finish going over Gospel of Wealth- 94-96 2. Orange and Blue only- Carnegie- Captain of Industry or Robber Baron 3. Immigration - Go over Plain Folk questions
4. Analyze past immigration policies-124-125
Homework: Answers questions on pages 126-127
Read the below naturalization questions in order to complete the assignment on pages 126-127
Class Two: Thursday 1/9 (Orange) Friday 1/10 (Blue and Green) Focus: To what extent did/does immigration shape American Identity?
What solutions to urban problems were developed in the late 19th Century?
Activities: 1. Finish De-Brief of immigration laws 2. Discuss Immigration Policy/ Naturalization test 3. Watch New cities Clip Brainstorm: From 1880-1914 roughly 25 million immigrants came to the United States. What challenges did this influx of people create?
4. What Would You Do To Improve Conditions- pages 128-133- Read and evaluate how should government attempt to solve the problems of urbanization?
Homework:
Read and take notes on textbook pages 473-475 on SPOP
3. Read information on "Emergence of Political Machine"- Outline the function. Evaluate the purpose. To what extent were political machines corrupt?
Class Three: Monday 1/13 (Orange/Blue) Tuesday 1/14 (Green) Focus: What solutions to urban problems were developed in the late 19th Century?
What was the relationship between political machines and immigrants?
Activities:
1. Complete What Would You Do To Improve Conditions- p. 128-131
2. Transition- Now that infrastructure has been addressed, how did city governments attempt to meet the needs of the citizens?
3. Brief description of Political Machines (notes 473-475)- See attached worksheet for discussion questions
4. Read information on "Emergence of Political Machine"- Outline the function. Evaluate the purpose. To what extent were political machines corrupt?
5. Start Boss Tweed- video guide 136-137
Homework:
Determine who you want to work with on GRIZ
File Not Found
Class Four: Tuesday 1/14 (Orange) Wednesday 1/15 (Blue/Green)
Focus: Is characterizing Boss Tweed as a corrupt politician a fair representation?
Activities:
1. Boss Tweed Movie and answer questions 136-137
Homework:
Study for Griz
File Not Found
Class Five: Thursday 1/16 (All Classes) Griz
Section One: The West
Due for Class one is the homework that was assigned after the assessment on Monday 10/28. Read in new reader pages 7-10 and answer the questions on pages 11-12. You do not need to annotate, just answer the questions.
Day One: (Orange) Tuesday 10/29 (Green and Purple) Focus: What qualities make this era the "Gilded Age"?
Activities: 1. Define gilded- p. 3 2. Read pages 2+3 "Don't Know Much about History" and complete p. 4 3. View Manifest Destiny (See link below)- "American Progress"- Complete page 13 American Progress 4. Start Station Activity- Rotate to the different stations and complete pages 15+16 in reader
Homework: JT Checkpoint #5 due Wed 10/30 Due Class # 3- (Orange Monday 11/4) (Green and Blue- Tuesday 11/5) Read chapter 13 section 2 (pages 420-424) in textbook and take notes on a SPOP
Wednesday 10/30 Mrs. Bartels was absent- Bring JT assignment # 5 to next class.
Class Two: Friday 11/1 (Orange and Blue) Monday 11/4 (Green) Focus Question: To what extent was the settlement of the West our manifest destiny or was it the work of the federal government?
Activities: Green class only JT Assignment #6 due 1. Station activity- Rotate to four different stations taking notes on each- see attached chart
Homework: Junior Thesis assignment number 6- Due Monday 11/4 (Orange and Green) Tuesday 11/5 (Blue) Due Next class: (Orange Monday 11/4) (Green and Blue- Tuesday 11/5) Read chapter 13 section 2 (pages 420-424) in textbook and take notes on a SPOP
Class Three: Orange (Mon 11/4) Green and Blue (Tuesday 11/5) Focus Question: To what extent was the settlement of the West our manifest destiny or was it the work of the federal government? What was the impact of the transcontinental railroad on Westward Settlement?
Activities: 1. Complete Station Activity 2. Go over Richard's White- Born Modern Article 3. In-class discussion answer focus question 4. Take notes on railroad powerpoint-see below
5. Go over Homestead act 6. Begin Native American Chronology
Homework: JT Assignment #7 Due Tuesday Nov 12th Due Class 6 (Orange 11/12 Green and Blue Wednesday 11/13):
Read 13.1 (408-417) p. 417 complete # 1,3+4 on SPOP- due class five
Mrs. Bartels was absent- Thursday November 7th spend this time to work on JT Checkpoint # 7- Due November 12th All Classes
Class Four: Orange (Friday 11/8) Green and Blue (Tuesday 11/12) Focus: How did the U.S. government attempt to deal with the growing conflict between settlers and Native Americans?
Activities: JT Checkpoint # 7 Due for Blue and Green 1. Native American Chronology- work with partner(s) at several pages of a timeline. With partner identify no more than three prominent events that capture the narrative of the history of Native Americans 2. On a poster- include dates/names/acts- summarize top three events
Homework: Orange Only- JT Assignment #7 Due Tuesday Nov 12th
(Orange 11/12 Green and Blue Wednesday 11/13) Read 13.1 (408-417) p. 417 complete # 1,3+4 on SPOP- due class five
Class Five: Orange (Monday 11/12) Green and Blue (Wednesday 11/13) Focus Question: How did the U.S. government attempt to deal with the growing conflict between settlers and Native Americans?
Activities: Orange only- JT assignment # 7 Due 13.1 Questions due- 1. Complete Native American Chronology- Hang them in order around the room 2. Students walk around room and identify a. Identify emerging themes/patters b. Identify worst time period- Explain c. Identify best time period- Explain d. Check mark next to the two most significant acts that impacted Native Americans e. Create a sentence/word that captures the narrative of Native Americans.
Homework: Work on JT Checkpoint # 8- Due next Tuesday 11/19 Beginning of Rough Draft/ Detailed Outline- Be sure this assignment is reflective of use of at least your four required sources
Class Six: Orange and Blue (Thursday 11/14) Green (Friday 11/15) Focus Question: To what extent was our nation's growth westward- expansion or colonization?
Activities: 1. Native Wars- take notes on above worksheet "Native American Video Sheet"
Class Eight: All Classes Tuesday 11/19- Detailed Outline/Beginning of Rough Draft due Focus: To what extent was the American Dream of Westward Expansion available to all? What was the reality of life in the West for the Chinese, African-Americans, and Mexican-Americans?
Activities: 1. Go over Native American Policies and complete reflections on three video segments
2. Meet in like groups for African American, Chinese and Mexican-American- Read pages Mexican Americans- 42-47 Chinese-48-64 African American- 65-71 3. Complete chart on 40-41
Homework: Due Orange- Class Nine (Wednesday11/20) Blue and Green-(Friday 11/22) Read Turners Thesis reader pages 73-75 and answer questions page 73
Class Nine: Orange (Wednesday 11/20) Blue and Green (Friday 11/22) Focus: To what extent was the American Dream of Westward Expansion available to all? What was the reality of life in the West for the Chinese, African-Americans, and Mexican-Americans?
Activities: 1. Finish going over readings and complete pages 41+42 2. Project John Gast's American Progress- Generate a list of what the American Dream was according to the image 3. Break into on of the three groups you were assigned- Mexican Americans, African Americans, The Chinese- Compare answers on worksheet. 4. Manipulate John Gast's Image "American Progress" to more accurately depict the reality of what life was like for your particular group.
According to your assigned group’s experience in the West, manipulate Gast’s image to better represent the realities of the West for your group. You must move, remove or change 4 of the existing elements of the image and add in 3 new elements.
Homework: Rough Draft Due Tuesday 11/26 Assessment on West- all class 12/6
Thursday November 21st- ALL CLASSES JT Workday- Computers- and meet one-on-one with Mrs. B regarding status of JT
Class Ten: Orange and Blue (11/25) Green (11/26)
Homework: Rough Draft JT due Tuesday 11/26- Blue must submit by 2:30
Assessment on West- All classes Wednesday 12/6
Class Eleven: Orange+ Blue (Monday 11/25) Green (Tuesday 12/3) Activities: 1. Complete sharing African American/ Chinese/ Mexican American Experiences in the West
Section Two: Big Business and Labor
Reader Below:Class One: (Blue and Green) Tuesday 12/3 (Orange) Wednesday 12/4
Focus: How did America grow into a great industrial power?
Activities:
Green only- compare three experiences of life in the West
Blue only- Complete rough draft 3-Column evaluations
Both Green and Blue- Go over Frederick Jackson Turner's Frontier Thesis
All Classes:
1. Quick review of what is going to be on this Friday's assessment- 12/6- all classes- see below word document as study tool
2. Read page 76 Introduce Unit
3. Do Now- Create a t-chart for brainstorm
Life before Industrial Revolution v. Life after the Industrial Power
Homework:
Due next class- read pages 84-88 and take notes on a SPOP- Pay special attention to underlined words
Assessment all classes Friday 12/6
Annotated bibliography- due Monday 12/9 All classes
Class Two:(Blue and Green) Wednesday 12/4 (Orange) Thursday 12/5
Focus: How did America grow into the great industrial power?Activities:
1. Powerpoint- take notes
2. Briefly discuss tactics in reading
Homework:
Assessment- Friday 12/6 all classes- see above attachment for study guide
Annotated Bib- All Classes due Monday 12/9
All Classes Friday 12/6
Activities:
1. Test
2. Read "Robber Barons and Rebels" reader pages 77-80 answer questions on pages 81-82
Homework:
Complete reading above
Annotate Bibliography due Monday 12/9
Class Three: (Green and Blue) Monday 12/9 (Orange) Tuesday 12/10
Focus:
How did America grow into the great industrial power?
What factors fueled the growth of the post civil war economy and allowed for monopolies?
Activities:
1. Finish powerpoint- see class two
2. The Corporation- go over reading
3. Get back rough draft
Homework:
p. 97 of reader- You will be assigned to a group of a specific labor union with other classmates. You will meet in class and determine which source you will print and annotate- be prepared to bring your source(s) with you to the next class
Final Draft for JT due next Friday December 20th
Class Four: (Blue) Tuesday 12/10 (Orange and Green) Thursday 12/12
Focus:
How did labor respond to the growing power of corporation and to what extent were they effective?
Activities:
1. Read p. 101- Labor Organization During the Gilded Age
2. Listen to and read along with NPR broadcast "The Haymarket Riot Remembered"- pages 102-103 in reader
The Haymarket Riot Remembered
3. Meet in your assigned groups from class prior- using the documents gathered from homework and assigned strike (pages 105+105)- Complete the activity on page 101
Homework: Finish Response
Work on JT
Class Five: (Green/Blue) Friday 12/13 (Orange)Thursday 12/2
Focus: Andrew Carnegie: Robber Baron or Captain of Industry?
Activities:
1. Finish the activity on page 101- groups submit responses
2. Watch Andrew Carnegie - The Richest Man in the World- p. 99+100
3. Orange only- Go over interview process and sign up for interview for JT
Homework: Due Monday 1/6 Orange only- Read Plain Folk 115-119 and answer questions on page 119 on SPOP
Work on Junior Thesis- all classes Monday 12/16-Friday 12/20
Final Junior Thesis due Friday 12/20
Class Six: Thursday 1/2 (Green) Monday 1/6 (Orange and Blue)
Focus: Andrew Carnegie: Robber Baron or Captain of Industry
Activities:
1. Green and Blue only- Go over interview process and schedule- sign up for interviews
2. Go through class responses for page 101- How did labor respond to the growing power of corporation and to what extent were they effective.
- have groups identify similarities/differences in responses
3. Go over Gospel of Wealth- 94-96
4. Reflecting from the documentary and Gospel of Wealth- complete p. 113
Homework:
Green and Blue- Due Monday 1/6- Read Plain Folk (pages 115-119) answer questions on page 119 on a SPOP
Section Three: Immigration, Urbanization and Politics
Class One: Tuesday 1/7 (Orange)Thursday 1/9 (Green and Blue)
Focus: What forces encourage/discouraged immigration to the United States during the Gilded Age?
Activities:
1. Orange and Blue only- Finish going over Gospel of Wealth- 94-96
2. Orange and Blue only- Carnegie- Captain of Industry or Robber Baron
3. Immigration - Go over Plain Folk questions
4. Analyze past immigration policies-124-125
Homework:
Answers questions on pages 126-127
Read the below naturalization questions in order to complete the assignment on pages 126-127
Class Two: Thursday 1/9 (Orange) Friday 1/10 (Blue and Green)
Focus: To what extent did/does immigration shape American Identity?
What solutions to urban problems were developed in the late 19th Century?
Activities:
1. Finish De-Brief of immigration laws
2. Discuss Immigration Policy/ Naturalization test
3. Watch New cities Clip
Brainstorm: From 1880-1914 roughly 25 million immigrants came to the United States. What challenges did this influx of people create?
4. What Would You Do To Improve Conditions- pages 128-133- Read and evaluate how should government attempt to solve the problems of urbanization?
Homework:
Read and take notes on textbook pages 473-475 on SPOP
3. Read information on "Emergence of Political Machine"- Outline the function. Evaluate the purpose.
To what extent were political machines corrupt?
Class Three: Monday 1/13 (Orange/Blue) Tuesday 1/14 (Green)
Focus: What solutions to urban problems were developed in the late 19th Century?
What was the relationship between political machines and immigrants?
Activities:
1. Complete What Would You Do To Improve Conditions- p. 128-131
2. Transition- Now that infrastructure has been addressed, how did city governments attempt to meet the needs of the citizens?
3. Brief description of Political Machines (notes 473-475)- See attached worksheet for discussion questions
4. Read information on "Emergence of Political Machine"- Outline the function. Evaluate the purpose.
To what extent were political machines corrupt?
5. Start Boss Tweed- video guide 136-137
Homework:
Determine who you want to work with on GRIZ
Class Four: Tuesday 1/14 (Orange) Wednesday 1/15 (Blue/Green)
Focus: Is characterizing Boss Tweed as a corrupt politician a fair representation?
Activities:
1. Boss Tweed Movie and answer questions 136-137
Homework:
Study for Griz
Class Five: Thursday 1/16 (All Classes)
Griz
Section One: The West
Due for Class one is the homework that was assigned after the assessment on Monday 10/28. Read in new reader pages 7-10 and answer the questions on pages 11-12. You do not need to annotate, just answer the questions.Day One: (Orange) Tuesday 10/29 (Green and Purple)
Focus: What qualities make this era the "Gilded Age"?
Activities:
1. Define gilded- p. 3
2. Read pages 2+3 "Don't Know Much about History" and complete p. 4
3. View Manifest Destiny (See link below)- "American Progress"- Complete page 13
American Progress
4. Start Station Activity- Rotate to the different stations and complete pages 15+16 in reader
Homework:
JT Checkpoint #5 due Wed 10/30
Due Class # 3- (Orange Monday 11/4) (Green and Blue- Tuesday 11/5)
Read chapter 13 section 2 (pages 420-424) in textbook and take notes on a SPOP
Wednesday 10/30 Mrs. Bartels was absent- Bring JT assignment # 5 to next class.
Class Two: Friday 11/1 (Orange and Blue) Monday 11/4 (Green)
Focus Question:
To what extent was the settlement of the West our manifest destiny or was it the work of the federal government?
Activities: Green class only JT Assignment #6 due
1. Station activity- Rotate to four different stations taking notes on each- see attached chart
Homework:
Junior Thesis assignment number 6- Due Monday 11/4 (Orange and Green) Tuesday 11/5 (Blue)
Due Next class:
(Orange Monday 11/4) (Green and Blue- Tuesday 11/5)
Read chapter 13 section 2 (pages 420-424) in textbook and take notes on a SPOP
Class Three: Orange (Mon 11/4) Green and Blue (Tuesday 11/5)
Focus Question:
To what extent was the settlement of the West our manifest destiny or was it the work of the federal government?
What was the impact of the transcontinental railroad on Westward Settlement?
Activities:
1. Complete Station Activity
2. Go over Richard's White- Born Modern Article
3. In-class discussion answer focus question
4. Take notes on railroad powerpoint-see below
5. Go over Homestead act
6. Begin Native American Chronology
Homework: JT Assignment #7 Due Tuesday Nov 12th
Due Class 6 (Orange 11/12 Green and Blue Wednesday 11/13):
Read 13.1 (408-417) p. 417 complete # 1,3+4 on SPOP- due class five
Mrs. Bartels was absent- Thursday November 7th spend this time to work on JT Checkpoint # 7- Due November 12th All Classes
Class Four: Orange (Friday 11/8) Green and Blue (Tuesday 11/12)
Focus: How did the U.S. government attempt to deal with the growing conflict between settlers and Native Americans?
Activities:
JT Checkpoint # 7 Due for Blue and Green
1. Native American Chronology- work with partner(s) at several pages of a timeline. With partner identify no more than three prominent events that capture the narrative of the history of Native Americans
2. On a poster- include dates/names/acts- summarize top three events
Homework:
Orange Only-
JT Assignment #7 Due Tuesday Nov 12th
(Orange 11/12 Green and Blue Wednesday 11/13)
Read 13.1 (408-417) p. 417 complete # 1,3+4 on SPOP- due class five
Class Five: Orange (Monday 11/12) Green and Blue (Wednesday 11/13)
Focus Question:
How did the U.S. government attempt to deal with the growing conflict between settlers and Native Americans?
Activities: Orange only- JT assignment # 7 Due
13.1 Questions due-
1. Complete Native American Chronology- Hang them in order around the room
2. Students walk around room and identify
a. Identify emerging themes/patters
b. Identify worst time period- Explain
c. Identify best time period- Explain
d. Check mark next to the two most significant acts that impacted Native Americans
e. Create a sentence/word that captures the narrative of Native Americans.
Homework:
Work on JT Checkpoint # 8- Due next Tuesday 11/19
Beginning of Rough Draft/ Detailed Outline- Be sure this assignment is reflective of use of at least your four required sources
Class Six: Orange and Blue (Thursday 11/14) Green (Friday 11/15)
Focus Question: To what extent was our nation's growth westward- expansion or colonization?
Activities:
1. Native Wars- take notes on above worksheet "Native American Video Sheet"
Native American war segments:
Not all videos could be downloaded- need to see others in class.
Homework:
JT #8- Detailed Outline/Beginning Rough Draft- Due Tues 11/19- NEED JOURNAL IN CHECKPOINT
Class Seven: Orange (Friday 11/15) Blue and Green (Monday 11/18)
Focus: To what extent was our nations growth Westward expansion v. colonization?
Activities:
1. Complete Native Wars segments and sharing
2. De-Brief Native Americans- Pages 33-39
3. Divide into groups- Mexican Americans, Chinese, African Americans
Homework:
JT Checkpoint # 8- Due Tuesday 11/19
Class Eight: All Classes Tuesday 11/19- Detailed Outline/Beginning of Rough Draft due
Focus:
To what extent was the American Dream of Westward Expansion available to all?
What was the reality of life in the West for the Chinese, African-Americans, and Mexican-Americans?
Activities:
1. Go over Native American Policies and complete reflections on three video segments
2. Meet in like groups for African American, Chinese and Mexican-American- Read pages
Mexican Americans- 42-47
Chinese-48-64
African American- 65-71
3. Complete chart on 40-41
Homework: Due Orange- Class Nine (Wednesday11/20) Blue and Green-(Friday 11/22)
Read Turners Thesis reader pages 73-75 and answer questions page 73
Class Nine: Orange (Wednesday 11/20) Blue and Green (Friday 11/22)
Focus:
To what extent was the American Dream of Westward Expansion available to all?
What was the reality of life in the West for the Chinese, African-Americans, and Mexican-Americans?
Activities:
1. Finish going over readings and complete pages 41+42
2. Project John Gast's American Progress- Generate a list of what the American Dream was according to the image
3. Break into on of the three groups you were assigned- Mexican Americans, African Americans, The Chinese- Compare answers on worksheet.
4. Manipulate John Gast's Image "American Progress" to more accurately depict the reality of what life was like for your particular group.
Homework:
Rough Draft Due Tuesday 11/26
Assessment on West- all class 12/6
Thursday November 21st- ALL CLASSES
JT Workday- Computers- and meet one-on-one with Mrs. B regarding status of JT
Class Ten: Orange and Blue (11/25) Green (11/26)
Homework: Rough Draft JT due Tuesday 11/26- Blue must submit by 2:30
Assessment on West- All classes Wednesday 12/6
Class Eleven: Orange+ Blue (Monday 11/25) Green (Tuesday 12/3)
Activities:
1. Complete sharing African American/ Chinese/ Mexican American Experiences in the West
2. Compare experiences - p. 72
Homework-
Rough Draft due 11/26
Prepare for the Assessment- Friday 12/6
Class 12: Orange+Green 10/26 Blue must submit before 2:30
Rough Draft Due-
Activities:
1. Complete 3-Column evaluation